Check out our latest tools and resources for supporting equity for all students on www.equityallianceatasu.org.
As always, each of these tools are available to download for free.
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The Mississippi Cultural Responsivity Matrix - A Teachers' Self-study Guide for Culturally Responsive Practices in Grades K-6: Reading and Mathematics, Prepared for the State of Mississippi by The National Center for Culturally Responsive Educational Systems. It assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students.
Equity in Special Education Placement: A School Self- Assessment Guide for Culturally Responsive Practice by Heraldo V. Richards, Alfredo J. Artiles, Janette Klingner, and Ayanna Brown. This tool is an instrument that allows schools to conduct a self-assessment of their programs and practices in five domains: (a) School Governance, Organization, Policy and Climate, (b) Family Involvement, (c) Curriculum, (d) Organization of Learning, and (e) Special Education Referral Process and Programs.
This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.
The tool is designed to examine knowledge, skills and dispositions as well as contextual factors that may lead to institutionalized practices that manifest themselves in disproportionate identification. This tool is grounded in a comprehensive review of the literature and the development of a conceptual framework that locates disproportionality in the intersection of context, policy, practice and knowledge (Klingner, Artiles, Kozleski, Utley, Zion, Tate, Harry, Zamora- Durán, & Riley, 2005).
Action directed at changing results should be grounded in a thoughtful assessment of what is happening, the development of theories or hypotheses about what is triggering disproportionality, and careful planning to strategically address the areas of concern. This tool is designed to help guide and inform the assessment, hypothesis building and strategic planning process.
Designed as a rubric, the tool has been reviewed by practitioners and researchers across the country and is still a work in progress. As you use this tool, please feel free to communicate with NCCRESt at firstname.lastname@example.org to help us improve this tool for everyone.
This TA/PD guide structures a five step process for the development of Technical Assistance and Professional Development Plans for SEAs and LEAs. The purpose of the guide is to ensure our consistency in designing high quality Technical Assistance and Professional Development that accomplish the following:
- Reflect accurately the needs of the SEAs and LEAs
- Specify how the teams will support the state or district strategy for addressing needs
- Identify areas of impact that will be affected by technical assistance
- Assist states and districts with identifying the network of organizations and agencies that may receive benefit from or assist with intervention
- Design specific and outcome-oriented technical assistance activities
- Determine a budget for each activity
- Design specific and meaningful evaluation for each activity and impact arena
The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in the state. This study was undertaken as a collaborative venture with CSDE, the National Center for Culturally Responsive Educational Systems (NCCRESt), and Learning Innovations @ WestEd/NERRC.
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